David Castro


This article presents a study of the use of experiences from the natural and biological sciences in the classroom. The questioning of classical and traditional methods of teaching science, at the same time with the development of modern research in the psychology of learning and education, have led to revisions of the role of students and educators. The student is now seen as an active shaper of his own approach to knowledge and to the transformation of his daily experience into learning the physical and biological sciences. The teacher is treated as the critical intermediary between knowledge and the child and thus his role in the management of scientific experience is decisive but not transmissive. These issues are approached from different angles.


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scientific event, scientific experience, student representations of knowledge, teaching physical and biological sciences

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